7. Acting As IfBased on Adlerian approachGoal: 1. decreasing symptoms 2. increasing functioning 3. increasing the client's sense of humor 4. producing a change in the client's perspective7. Acting As IfCounselor asks the client to act as if he had the skills to handle a difficult situation effectively

Clients use the excuse, "If only I could..."Counselor instructs the client to act out the role as if she could do whatever she was hoping

By trying out new role, clients often learn that they cannot only carry out the part, but also become a new person in the process 8. SPITTING IN THE SOUPA paradoxical Adlerian Technique that is use to decrease client symptoms by first determining the underlying purpose for them and then pointing this purpose out to the clientBy "spitting in the soup", the counselor shows the client what he is gaining from his symptomsAdler believed most maladaptive behavior to be a result of poor social interest, feelings of inferiority or relational issues8. SPITTING IN THE SOUPAlthough client may continue to display symptoms, they have now lost their good "taste"The counselor identifies the motives behind the client's self-defeating behaviors and ruins the client's supposed payoff by making it unappealingThe client may still try to eat the soup (continue the behavior), but it is no longer enjoyable.The counselor has spoiled the soup (the game) of the client9. MUTUAL STORY-TELLINGOriginated from play therapyAnna Freud, Melanie Klein, Conn and Solomon, Richard A. GardnerBy using a story that is individually relevant to a specific person at a particular time, the lessons conveyed in the mutual storytelling technique are more likely to be received and incorporated into the listener's psychic structure9. MUTUAL STORY-TELLINGIt is important to develop a therapeutic relationship with the child before the processFirst step is to elicit a fictional self-created story from the childBroad range to create a story with beginning, middle and end, with interesting characters and some actionStory from their own imagination, heard about, or anything they saw on television or movie9. MUTUAL STORY-TELLINGCounselor may help the child to start by saying "Once upon a time... a long time ago... far beyond the mountains... far beyond the desserts... far beyond the oceans... there lived a...While the child tells the story, the counselor should take note to help analyze the story content as well as formulate the counselors own story variation9. MUTUAL STORY-TELLINGWhen the child has finished telling a story, counselor should ask about the moral or lesson of the story, Counselor may also ask title, character the child relates to, who the child would or would not like to be9. MUTUAL STORY-TELLINGGardner suggested the following guidelines:1. Identify which figure/s represent the child, people in her life; 2 or more figures may represent parts of the same person2. Gain an overall sense of the atmosphere and setting for the story 3. Select the most pertinent interpretation at this point in time4. Ask yourself "What would be a healthier, more mature adaptation than the one provided by the child?"6. I-MESSAGESAfter identifying a more mature or healthier mode of adaptation, the counselor uses the child's characters, setting, and initial situation to tell a somewhat different story, usually incorporating many similar characters and actions, but offering a healthier resolution to the conflict presented in the child's story. The goal is to provide the child with more and better alternatives to solve problems, gain insight into problems, and develop an awareness of new perspectives and possibilitiesAfter the counselor finishes telling a story, the child is asked to identify the lesson or moral of the counselor's story.10. PARADOXICAL INTENTIONCounselor directs the client to perform in a way that seems incompatible with the Therapeutic GoalEncouraging clients to seek what they are avoiding, embrace what they have been fighting, replace their fears with a wishClients are told to exaggerate their symptomsTypes of paradoxical intentions: symptom prescription (symptom scheduling), restraining, reframingPARADOXICAL INTENTIONBy encouraging the client to do or wish for the thing they fear most, the client may undergo a change of attitude toward the symptomis not usually used until more conventional methods of therapy have been triedEx. A client who was afraid to leave her house because she was afraid that she might faint, was instructed to faintPARADOXICAL INTENTION8 Facets of Paradoxical Intentions1. establish relationship2. define the problem3. establish goals4. offer a plan5. disqualify the current authority on the problem6. give a paradoxical intention directive 7. Observe the client's response to the directive and continue encouragement 8. Avoid taking credit for the improvement 14. MODELINGA process by which individuals learn from others; component of social learning theory developed by BanduraAlso reffered to as imitation, identification, observational learning, and vicarious learning

14.MODELINGIn order for a client to learn a modeled behavior, 4 interrelated subprocesses must exist:1. attention2. retention3. reproduction4. motivation

15. BEHAVIORAL REHEARSALUse with clients who need to become completely aware of themselves

A form of role play in which the client is learning a new type of behavior to use in response to certain situations, and people outside of the counseling session

Include several key components: modeling the behavior, receiving feedback from the counselor, and frequently practicing the desired behavior15. BEHAVIORAL REHEARSALHow to implement the behavioral rehearsal technique:

1. The client acts herself and the professional counselor plays the role of the person about whom the client has surrounding anxieties.2. Counselor instruct the client to communicate her feelings about the anxiety-producing person or circumstance3. The client needs to use a strong voice and repeat a feelings statement or appropriate behavior while the counselor gives feedback to the client. 4. The client continues rehearsing until the counselor indicates the statement or behavior was communicated effectively. 15. BEHAVIORAL REHEARSAL For behavioral rehearsal to be effective, Bootzin (1975) suggested clients practice the following rules:a. express emotions verballyb. present feelings nonverbally using body languagec. contradict others when one disagrees with themd. speak in the first person, using the word I regularlye. agree with the counselor's praisef. "improvise, live for the moment"

Behavioral rehearsal has been successfully used with clients dealing with anger, frustration, anxiety, phobias, panic attack, and depression -Used to achieve catharsis, attitudinal change or specific targeted behaviors15. BEHAVIORAL REHEARSALNaugle & Maher, (2003) cautioned professional counselors to be careful when using this techniques with clients who:a. cannot take responsibility for their behaviors b. are scared of the consequences; whether or not they are realc. will not practice the rehearsald. will not complete the out-of-session asignmentse. have daily crises or f. "experience severe psychomotor agitation or retardation"16. ROLE PLAY A technique used by counselors of different theoretical orientations with clients who need to develop a deeper understanding of, or change within, themselves Clients are able to perform a decided upon behavior in a safe, risk-free environment

4 Elements within Roles: 1. Encounter - being able to understand the perspective of another person2. Stage - "any space with rudimentary props to increase the realism of the experience3. Soliloquy - speech in which the client expresses his private thoughts and associated feelings 4. Doubling - leads to increase awareness on the part of the client and occurs when the professional counselor or another group member "stands behind the client during the acting out of the scene and expresses the unexpressed thoughts or feelings of the client"

16. ROLE PLAY16. ROLE PLAY22. Premack Principle

Based upon the operant conditioning theory concept of positive reinforcement, which states that higher probability behaviors may act as reinforcers for lower probability behaviors (individuals may do an undesired tasks if it is followed by a desired one)

1. Counselor must assess client preferred activities2. Choose preferred activity to reinforce target behavior3. Client should complete target behavior in order to perform the preferred activity4. Once target behavior is completed, client may begin preferred activity23. BEHAVIOR CHART Target specific behaviors that are then evaluated at set points throughout the day

Behavior is reinforced at some sort of schedules

Arise from behavioral theories that posit that behavior is shaped by reinforcement and punishment

Important components include: specifying the behaviors to be monitored, rating the behaviors on a set schedule, sharing the information with people other than the rater, using the chart to monitor intervention or as an intervention itself

23. BEHAVIOR CHART How to implement the behavior chart technique: 1.Define the target behaviors in positive and specific terms2. Decide upon the frequency and type of rating system to be used3. Design the behavior chart stating clearly both the behavior desired and when it will be monitored 4. Decide how the individual will earn consequences (positive or negative) and what these consequences will be 3 Phases in a role play: warm-up, action and sharing and analysis

Young (1992) provides 7 step process for counselors to follow:1. warm-up2. Scene Setting3. selecting Roles4. Enactment 5. Sharing and feedback 6. Reenactment 7. Follow-up Variation: Behavior Rehearsal, mirror technique Doyle's (1998) five steps:1. Specify the behavior to be learned2. Determine the context or environment3. Start with small scenes and build to greater complexity4. Engage in role-plays with a minimum of risk then leading to a higher risk5. Apply the skills in real life starting with low risk situations and build to hugher risk situations as appropriate24. Token Economy B. F. Skinner - operant behavior theorist - behavior is maintained by its consequences - reinforcers are those consequences that increase the likelihood of the occurrence of a behavior

Token economies are a form of positive reinforcement in which client receive a token when they display the desired behavior. Accumulated number of tokens can be exchange with a reinforcer.

24. TOKEN ECONOMYSTEPS1. Several target behaviors2. Assign points for each Target Behavior3. Construct a reward menu4. Develop a monitoring system5. Agree on a reinforcement6. I-MESSAGESClient takes responsibility for his feelings, behaviors or attitudes

Client is required to take action in order to change the situation

Express feelings with less counterattacks and resistance

24. TOKEN ECONOMY Example of Token Economy Technique:

Day: _____ Date: _____ Name: Charlie

School 1 2 3 4 5 6 Total1. Stays in seat.2. Raises hand and waits to be called on.3. Keeps hands to self.4. Makes comments relevant to the topic.5. Follows teacher direc-tions the first time Home1. keeps room tidy 0 1 2 32. Follows the parent 0 1 2 3 4 5 6direction the first time Total for the day: _____

30. REBT Rational-emotive behavior therapy was created by Albert Ellis in 1955

From rational therapy, to rational emotive therapy to REBT

The person's cognitions are the source of psychological issues

The counselor helps the client understand that feelings are not caused by event, other people or the past but by the thoughts the person has developed surrounding the situation

30. REBT The counselor takes a directive approach, treatment is brief

Goals: 1. To help clients gain insight into their self-talk2. To help clients assess their thoughts, feelings and behaviors3. To train clients in the principles of REBT so that they will function more effectively in the future without the aid of a professional counselor

ABCDE Model - A - activating event B - Beliefs (rational and irrational) C - Consequence D - Dispute E - Evaluation25. BEHAVIORAL CONTRACT Components of a Behavioral Contract 1. Identify the behavior to be modified. 2. Introduce and discuss the contract idea.3. Develop a contract and present it to all involved people. a. The student's name b. the specific behavior to be changed (start small) c. How you will know when successful d. The reinforcement for successful performance. e. (optional) A natural consequence for non-compliance f. (optional) A bonus clause g. Follow up by: time, date h. signatures4. Outline the follow-up procedures5. Initiate the program 6. Record progress and evaluate outcomes 7. Modify as necessary (start mall and expand it).

This technique is used by counselors whose clients need to modify their ways of thinking. clients need to be able to identify with one of the characters who is experiencing a problem similar to the client issue in which clients can "learn vicariously how to solve their problems" and "release emotions, gain new directions in life, and explore new ways of interacting"

Films, videos, movies may also be used

31. BIBLIOTHERAPY Goals:1. Teaching constructive and positive thinking2. Encouraging free expression of problems3. Assisting the client in analyzing his or her attitudes and behaviors4. Fostering the search for alternative solutions to problems5. Allowing the client to discover that his or her problem is similar to others' problems

31. BIBLIOTHERAPY Four stages: 1. Identify the client's needs 2. Select books that will be appropriate for the client's situation; the client reads the book outside the session, during counseling sessions, discusses the important aspect of the book with the counselor, counselor ask the client to retell the story3. Counselor help the client point out transformations in the character's feelings, relationships or behaviors , makes comparison between himself and character from the story 4. Follow-up - Client's insight about himself and from identifying with the character

32. DEEP BREATHING To calm the body, many counselors now recommend the breathing techniques to manage stress.

1. Breathe through the nose and exhale through the nose or mouth2. Breathe normally in between deep breathes3. Practice the exercise lying on the back, and can sit or stand after the practice 4. One may yawn so the body can relax 5. Note that one's breathing is like before starting the exercise33. PMRT A person learns to relax striated muscles through this process

PMRT is commonly used to manage stress

Benefits: positive and beneficial immune system responses, greater resistance to psychosocial stressors, a more internal locus of control, positive mental health, and greater physical health Procedure: The counselor makes sure the space is free from distraction where client can lie comfortably with eyes closed. Client wears loose clothing, and takes off shoes before the session. PMRT sessions last for 30 minutes for six or seven sessions.

33. PMRT The Ten Muscle Groups are: 1. Right arm 2. Left arm3. right leg4. left leg5. Abdomen and buttocks6. Lower back and shoulders, chest7. Neck8. Lower face (jaw, lips and tonque)9. Upper face (eyes, cheeks and nose)10. forehead34. SYSTEMATIC DESENSITIZATION A procedure in which clients repeatedly recall, imagine or experience anxiety-provoking events and then use relaxation techniques to suppress the anxiety caused by the event.

Examples of phobias for which systematic desensitization can be used include a fear of an animal or insect (e.g., dog, bee, spider), heights, or closed spaces (e.g., elevator)

can be conducted either covertly, through visualization in the counselor's office, or in vivo, translated as "real life"exposure to the fear producing stimulus.

34. SYSTEMATIC DESENZITIZATION 3 General Components: 1. The client is taught a relaxation technique (PMRT) in which she needs to become proficient.2. An anxiety hierarchy scale is created.3. "Counterposing relaxation and anxiety-provoking stimuli" or applying relaxation to the hierarchy to accomplish desensitization

35. Stress Inoculation Training

Stress inoculation training technique (SIT) - developed by Donald Michenbaum is based on the idea that helping clients cope with mild stressors will allow them to develop a tolerance for more severe forms of distress